scholarly journals Quality assurance and learning technologies: intersecting agendas in UK higher education

2000 ◽  
Vol 8 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Su White
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Technologies ◽  
Uk Higher Education

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

scholarly journals Lecture capture, social topology, and the spatial and temporal arrangements of UK universities

2021 ◽  
pp. 147490412199398
Author(s):  
James Lamb ◽  
Jen Ross
Keyword(s):  
Higher Education ◽  
Learning Technologies ◽  
Lecture Capture ◽  
Space And Time ◽  
University Life ◽  
Temporal And Spatial ◽  
Social Topology ◽  
University Spaces ◽  
Uk Higher Education ◽  
The Relationship

This article considers how technologies actively shape the topologies of UK higher education. Using the example of lecture capture systems, we examine the relationship between learning technologies and formations of space and time. Combining theories of sociomateriality and social topology, and concepts of assemblage and relationality, we expose the entanglement of interests that influence university spaces and times. Across 3 months coinciding with the onset of COVID-19 we collected over 500 tweets that discussed lecture capture within UK higher education, leading towards 2 central arguments. First, the topology of the lecture is fluid, and, even while being radically technologised, re-spatialised and disrupted, it persists as a lecture and a central pedagogical feature of university life. Second, lecture capture is a rich site of ‘issuefication’, and viewing learning technologies as dynamic issues enables a better understanding of how their meaning, function and influence are contingent on shifting and relational assemblages of human and non-human interests. Lecture capture can be pedagogical, commercial and political, thereby resisting deterministic framings of the relationship between technologies and the temporal and spatial arrangements of higher education.

scholarly journals Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Xue Zhou ◽  
Peter Wolstencroft ◽  
Stella-Maris Izegbua Orim
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Critical Review ◽  
Best Practice ◽  
Positive Impact ◽  
Learning Technologies ◽  
Learning Technology ◽  
Implementation Framework ◽  
Teaching Learning ◽  
Uk Higher Education

The aim of this research is to identify best practice when adopting new learning technologies in UK higher education. Although technology is widely used in institutions and often has a positive impact on the students’ learning experiences, there is only limited research designed to help lecturers with its implementation. This research presents a critical review and assessment of the practices being incorporated in higher education teaching, learning from both students’ and lecturers’ experiences. The outcome of two case studies are presented where Tophat and Socrative learning technology tools have been used in the classroom. The findings highlight the challenges and best practice.. Based on the case studies and the critical review of other, similar research, a Learning Technology Conceptual Implementation Framework has been developed, which offers guidance on the implementation of learning technology in the classroom.

scholarly journals UK Teaching Quality Under the Microscope: What are the Drivers?

2016 ◽  
pp. 27-29 ◽  
Author(s):  
Robin Middlehurst
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Regulatory System ◽  
Teaching Quality ◽  
Teaching Excellence ◽  
Higher Education System ◽  
The Uk ◽  
Political Economic ◽  
Uk Higher Education

Under the newly elected government in the UK (May 2015), sweeping changes to quality assurance and the regulatory system for higher education are proposed in England.  Proposals include a new emphasis on ‘teaching excellence’ to balance a long-term emphasis on measuring ‘research excellence’ and further marketization.  The UK higher education system has had a strong reputation for quality over decades, so international observers may speculate on the rationale for the government’s proposals.  This article explores some of the underlying political, economic and social drivers behind the government’s proposals.  

Managing the quality of higher education in apprenticeships

2019 ◽  
Vol 9 (2) ◽  
pp. 141-148 ◽  
Author(s):  
Alison Felce
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Skills Training ◽  
Further Education ◽  
Content Type ◽  
Quality Assurance Agency ◽  
Quality Of Higher Education ◽  
The Uk ◽  
Uk Higher Education

Purpose Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required. Design/methodology/approach A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels. Findings The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed. Originality/value Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution

2017 ◽  
pp. 179-197
Author(s):  
Tim Goodchild
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Education Students ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Uk Higher Education ◽  
The Relationship

The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.

The concept of programme specification and its application in the new quality assurance framework

2000 ◽  
Vol 8 (4) ◽  
pp. 164-172 ◽  
Author(s):  
Norman J. Jackson
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Important Influence ◽  
Academic Standards ◽  
Approach To Learning ◽  
Quality Assurance Agency ◽  
National Quality ◽  
Types Of Information ◽  
Uk Higher Education

The article introduces the idea of programme specification and background to the development of policy by the Quality Assurance Agency. Programme specification will promote an outcomes approach to learning and the specification of standards across UK higher education and provide the basis for a new national quality assurance framework that focuses primarily on academic standards. It argues that the process of producing and justifying programme specifications will have an important influence on academic and quality assurance practices and the product (the programme specification) will result in new types of information about higher education learning.

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